Monday, March 19, 2012

More Great Signs...





yes

no

please
  .
.




hello

good bye

thank you





(you're) welcome
sorry







good.......  (to...)

see

you




SignsDescription of Sign Action


goodMake the "thank you" sign, but let the back of the right hand fall to rest in the palm of the extended left hand. (The only difference between "thank you" and "good" is that the sign for "good" ends in the palm of the left hand, while the "thank you" sign finishes in mid-air.)
good byeWave "good-bye"!
helloPlace hand on forward as if to salute (but not as rigid). Move hand outward, ending up with palm facing forward in the air just a few inches from the forehead.
noUsing the right hand, close the thumb and first two fingers together once.
pleaseUse right hand, flat, fingers together. Rub in a circular motion mid-chest.
seeUsing a right "v" hand, hold fingertips of the "v" directly in
front of eyes. Then move the right hand outward as if extending vision.
sorryMove "s" hand in a circular motion mid-chest.
thank youWith open hand, touch lips, and then extend hand outward, keeping palm facing the face (as if throwing a thank-you kiss).
yesUsing right "s" hand, move the wrist to make the "s" fist go down, up, then down again, as if it is someone's head shaking a "yes" acknowledgement.
youPoint in the direction of where someone is located. If no one is there, point to an "imaginary" person.
you're welcomeTouch forehead with the index finger of the "w" hand, then touch chest with the wrist of that same "w" hand. The motion will be somewhat semi-circular, as if you are inviting or welcoming someone to be close to you.
grea

The Four Keys to Signing Smart Success
  1. Creating Signing Smart Opportunities
  2. Bringing Signs into Your Child’s
    World
  3. Recognizing and Responding to Your
    Child’s Version of Signs
  4. Facilitating Early Communication and
    Long-Term Learning
Key 1:  Creating Signing Smart Opportunities

Noticing or creating moments to integrate signs when children are interested and engaged and therefore primed to learn.
Key 2:  Bringing Signs into Your Child’s World
Helping children see and experience signs while they are at play and during daily routines, using Attention-Getting Strategies and Adaptation Strategies.
Key 3:  Recognizing and Responding to Your Child’s Versions of Signs
Knowing what to look for as children begin to use signs.  All children produce their own versions of signs.
Key 4:  Facilitating Early Communication and Long-Term Learning
Using signs in many contexts to help children communicate and gain a better understanding of concepts.


Signing is Remembering...
Like any language you learn...Repetition is the key
As an actress and musician the biggest lesson I have learned is to practice by having fun.
If your not having fun... stop.. do not do it..
Many reasons but learning at this stage in a child’s life is that they see learning is another word for discovery.... 
All my teachers and acting coaches have told me time and time again the best way to remember something is to sing it... 
Singing is Remembering
With the 4 keys of Signing Smart and the beautiful process of Kindermusik your child will find that art and education are like peanut butter and jelly...lol

Signing helps your child pay attention more easily as it requires eye contact 
Signing makes language become more active because children do something as the communicate .
Signing fosters self esteem as it gives children more control in expressing themselves and is an acquired skill.
Signing helps avoid frustration when words done come easily.
Signing is a postive tool for quiet time signing stop is far more positive and effective then saying stop..
I was told by Room to Bloom preschool where I teach three days a week that they now use Signing for snack time and it is so fun .


Tomorrow Monday we will be reviewing last Mondays class and passing out sheets that reviewed these signs as well as adding the new Weekly Target Sings for you all.
I want to stress that it is not important that you are signing all day long or that even your child has learned any of these signs yet..
It is however important that you continue to try to sing and play with your child the fun opportunities we present each week that naturally provide an environment for your child to use signing in their relationship with you and others. 
We will review these soon...
This is a list of our songs that we will learn over these next 10 or so weeks... This semester has a bonus of a few extra weeks. I am thrilled that we are working together again.
The Seession B to this ASL class will begin the following week May 14 - June 25th.
We will have a Fairy Festival for our recital that session.. this will be fun .

Week One
Silly
What
Hello
Bye Bye
Mommy 
Daddy.
Grandma
Grandpa.
More 
Eat
Ball
Bear
Star
Little
How 
Are
Clean up
Finished or all done
Help
In
Out
More
Please
Thank you
Where
Music
know
You 
Me
Bubbles
Wonder
World 
Colors
gentle
Play
Mountain 
Ball
Doll
diamond
Happy

We in Week One lessons We sang 
Twinkle Twinkle Little Star
The Bear Went Over The Mountain
Hello and Good by song
Ram Sam Sam
Clean up Song


Week Two 
Friends
Hurt
Gentle
Stop 
Wait
Brother
Sister
Duck
Doggy
Kitty
How
Cookie
shoes
elephant
lion
snake
child
turn 
play

Hurt

This week we will review our words and add a few more songs as well ask 



Here are some key ideas from the Strategies we will discuss in Lesson Two
Creating Smart Opportunites
Play time outside in the yard or park
Riding in the car
Bath time
Snack time
Waiting in line at a store or post office , doctors office...
All of these takes advantage of using a natural environment for your child and makes it more magical with this bonding unique language tool.

It is also good to remind yourself that your baby is already signing.
They have created a language that you both have been using since close to birth..
So using signs that they are not using first is helpful.
Such as some children will not sign words like bed or milk or food  because they all ready have found a way to communicate that idea to you.
so you use other signs for other purposes such as more , or music, or ball or doll. or 
food / eat... or Juice instead of milk or just the sign for drink
Once they catch on to signing they will be re enforced by your recognizing their communication and by also acknowledging the item or concept they are sharing.
Sometimes it is as simple as the Kitty needing let in by the door or ... wanting more please....
It will come.. Just keep using it.. I know this is true.
I tell my preschoolers that signing is not any more difficult then learning to Hum or snap your fingers.. a real hard one or winking.. even harder.. but I have practice time for them and now nearly all of them are doing all of the above and signing too...

I am having a blast with all of you by the way... Thanks for coming back and sharing your dear children and your precious time ...


See you soon
Tra La la...
Miss Mana

Next blog I hope to have my scanner working so we can get these signs up on the blog..
Thank you for your patience
The Home materials take a little time but we will have practice sheets in the mean time..
Thanks for your patience. Remember to Shine and be the star you really are at the Muse...

These are some signs I added for you for fun.. I hope to have your study sheets ready today for all of you...
Here are some signs for you..




















Miss M

Wednesday, March 7, 2012

We are learning Dynamics at Room to Bloom


In Room To Bloom Classroom we are doing a Tiny Tot Theater Production 
Even though out TTT theater productions are not Kindermusik, we are covering a great deal of musical details for these students.
One of these is "Pantomime" a theater definition of creating a scene without using words or objects ... make believe your peeling a banana or reading a book. Frank Leto helps us with his famous song
"Pantomime.. "
We are working with Stop and Go with yet another Frank Leto song called 
"Tip Toe"
We are using words like finding your Mark on stage... and cues with hands for off stage communication.
Speaking of Communication.. I am now starting to use ASL for teaching music to the students at Room
to Bloom as well..
This school so rocks !
Call Miss Ashley at Room To Bloom if your interested in her programs there.
There is also a great Kindergarten.
We have created some fun songs using the dynamics of loud and soft .
As we move along in class we will be experiencing more of the aspects of dynamics . Even though your children at Room to Bloom with not be getting all of the below.. they will be bringing the natural rhythm of music into their daily lives as well as learning a few fun facts about music drama and art..
Tra La La....
Miss Mana
Read up on this user friendly definition of Dynamics brought to you by Wikipedia . !
In musicdynamics normally refers to the volume of a sound or note, but can also refer to every aspect of the execution of a given piece, either stylistic (staccato, legato etc.) or functional (velocity). The term is also applied to the written or printed musical notation used to indicate dynamics. Dynamics are relative and do not indicate specific volume levels.

Contents

  [hide

[edit]Relative loudness


Teacher. "And what does ƒƒ mean?"
Pupil (after mature deliberation). "Fump-Fump."

Cartoon from Punch magazine October 6, 1920
The two basic dynamic indications in music are:
  • p or piano, meaning "soft".
  • ƒ or forte, meaning "loud".
More subtle degrees of loudness or softness are indicated by:
  • mp, standing for mezzo-piano, meaning "moderately soft".
  • , standing for mezzo-forte, meaning "moderately loud".
Beyond f and p, there are also
  • pp, standing for "pianissimo", and meaning "very soft",
  • ƒƒ, standing for "fortissimo", and meaning "very loud",
To indicate an even softer dynamic than pianissimo, ppp is marked, with the reading pianissimo possibile ("softest possible"). The same is done on the loud side of the scale, with ƒƒƒ being fortissimo possibile ("loudest possible").[2][3]

Note Velocity is a MIDI measurement of the speed with which the key goes from its rest position to completely depressed, with 127, the largest value in a 7-bit number, being instantaneous, and meaning as loud as possible.
Few pieces contain dynamic designations with more than three ƒ's (sometimes called "fortondoando") or p's. In Holst's The Planetsƒƒƒƒ occurs twice in Mars and once in Uranus often punctuated by organ and ƒƒƒ occurs several times throughout the work. It also appears in Heitor Villa-LobosBachianas Brasileiras No. 4 (Prelude). The Norman Dello Joio Suite for Piano ends with a crescendo to a ƒƒƒƒ, and Tchaikovsky indicated a bassoon solo pppppp in his Pathétique Symphonyand ƒƒƒƒ in passages of his 1812 Overture and the 2nd movement of his Fifth SymphonyIgor Stravinsky used ƒƒƒƒ at the end of the finale of the Firebird Suite.ƒƒƒƒ is also found in a prelude by Rachmaninoff, op.3-2. Shostakovich even went as loud as ƒƒƒƒƒ in his fourth symphonyGustav Mahler, in the third movement of his Seventh Symphony, gives the celli and basses a marking of ƒƒƒƒƒ, along with a footnote directing 'pluck so hard that the strings hit the wood.' On another extreme, Carl Nielsen, in the second movement of his Symphony No. 5, marked a passage for woodwinds a diminuendo to ppppp. Another more extreme dynamic is in György Ligeti's Études No. 13 (Devil's Staircase), which has at one point a ƒƒƒƒƒƒ and progresses to a ƒƒƒƒƒƒƒƒ. In Ligeti's Études No. 9, he uses pppppppp. In the baritone passage Era la notte from his opera OtelloVerdi uses pppp. Steane (1971) and others suggest that such markings are in reality a strong reminder to less than subtle singers to at least sing softly rather than an instruction to the singer actually to attempt a pppp. Usually, the extra f's or 'ps written reinforce either ffor pp, and are usually only for dramatic effect.
In music for marching band, passages louder than ƒƒƒ are sometimes colloquially referred to by descriptive terms such as "blastissimo".
Dynamic indications are relative, not absolute. mp does not indicate an exact level of volume, it merely indicates that music in a passage so marked should be a little louder than p and a little quieter than mf. Interpretations of dynamic levels are left mostly to the performer; in the Barber Piano Nocturne, a phrase beginning ppis followed by a diminuendo leading to a mp marking. Another instance of performer's discretion in this piece occurs when the left hand is shown to crescendo to a ƒ, and then immediately after marked p while the right hand plays the melody ƒ. It has been speculated that this is used simply to remind the performer to keep the melody louder than the harmonic line in the left hand. In some music notation programs, there are default MIDI key velocity values associated with these indications, but more sophisticated programs allow users to change these as needed.

[edit]Sudden changes

Sudden changes in dynamics are notated by an s prefixing the new dynamic notation, and the prefix is called subitoSubito is Italian as are most other dynamic notations, and translates into "suddenly".[4] It is usually used along with forzando (Italian for "forcing"), to make subito forzando, or what most people refer to as just sforzando (sfz). Other common uses of subito are before a regular dynamic notation, like in sppsf, or sff.

Subito forzando (sfz) notation
Sforzando (or sforzato), indicates a forceful, sudden accent and is abbreviated as sƒz. Regular forzando (fz) indicates a forceful note, but with a slightly less sudden accent.
The fortepiano notation ƒp (or subito fortepianosƒp) indicates a forte followed immediately by piano. This notation is usually used to give an unusual strong (and sudden if subito) accent.
One particularly noteworthy use of forzando is in the second movement of Joseph Haydn's Surprise SymphonyRinforzandorƒz (literally "reinforcing") indicates that several notes, or a short phrase, are to be emphasized. Rinforte () is also available.

[edit]Gradual changes

In addition, two words are used to show gradual changes in volume. These words are crescendo and diminuendo. Crescendo, sometimes abbreviated to cresc., literally translates "to become gradually stronger", but is interpreted as louder gradually, and the correct Italian diminuendo -- abbreviated as dim., means "to become gradually softer". The alternate and made-up English word decrescendo, abbreviated to decresc., also means "to get gradually softer". Signs sometimes referred to as "hairpins"[5] are also used to stand for these words (See image). If the lines are joined at the left, then the indication is to get louder; if they join at the right, the indication is to get softer. The following notation indicates music starting moderately loud, then becoming gradually louder and then gradually quieter.
Music hairpins.svg
Hairpins are usually written below the staff, but are sometimes found above, especially in music for singers or in music with multiple melody lines being played by a single performer. They tend to be used for dynamic changes over a relatively short space of time, while cresc.decresc. and dim. are generally used for dynamic changes over a longer period. For long stretches, dashes are used to extend the words so that it is clear over what time the event should occur. It is not necessary to draw dynamic marks over more than a few bars, whereas word directions can remain in force for pages if necessary.
For quicker changes in dynamics, cresc. molto and dim. molto are often used, where the molto means much. Similarly, for slow changes cresc. poco a poco and dim. poco a poco are used, where poco a poco translates to little by little.[6]
A good example of a piece that uses both gradual changes and quick changes in dynamics is Pyotr Ilyich Tchaikovsky's fantasy overture, Romeo and Juliet.

[edit]Words/phrases indicating changes of dynamics

(In Italian unless otherwise indicated)
  • al niente: to nothing; fade to silence. Sometimes written as "Music-diminuendo.svgn"
  • calando: becoming smaller
  • calmando: become calm
  • crescendo: becoming stronger
  • dal niente: from nothing; out of silence
  • decrescendo or diminuendo: becoming softer
  • fortepiano: loud and accented and then immediately soft
  • fortissimo piano: very loud and then immediately soft
  • in rilievo: in relief (French en dehors: outwards); indicates that a particular instrument or part is to play louder than the others so as to stand out over the ensemble. In the circle of Arnold Schoenberg, this expression had been replaced by the letter "H" (for German, "Hauptstimme"), with an added horizontal line at the letter's top, pointing to the right, the end of this passage to be marked by the symbol " ".
  • perdendo or perdendosi: losing volume, fading into nothing, dying away
  • mezzoforte piano: moderately strong and then immediately soft
  • morendo: dying away (may also indicate a tempo change)
  • marcato: stressed, pronounced
  • pianoforte: soft and then immediately strong
  • sforzando piano: with marked and sudden emphasis, then immediately soft
  • sotto voce: in an undertone (whispered or unvoiced)[7]
  • smorzando: dying away

[edit]History

The Renaissance composer Giovanni Gabrieli was one of the first to indicate dynamics in music notation, but dynamics were used sparingly by composers until the late 18th century. Bach used some dynamic terms, including fortepianopiù piano, and pianissimo (although written out as full words), and in some cases it may be that ppp was considered to mean pianissimo in this period.
The fact that the harpsichord could play only "terraced" dynamics (either loud or soft, but not in between), and the fact that composers of the period did not mark gradations of dynamics in their scores, has led to the "somewhat misleading suggestion that baroque dynamics are 'terraced dynamics'," writes Robert Donington.[8] In fact, baroque musicians constantly varied dynamics. "Light and shade must be constantly introduced... by the incessant interchange of loud and soft," wrote Johann Joachim Quantz in 1752.[9] In addition to this, the harpsichord in fact becomes louder or softer depending on the thickness of the musical texture (four notes are louder than two). This allowed composers such as Bach to build dynamics directly into their compositions, without the need for notation.
In the Romantic period, composers greatly expanded the vocabulary for describing dynamic changes in their scores. Where Haydn and Mozart specified six levels (pp to ff), Beethoven used also ppp and fff(the latter less frequently), and Brahms used a range of terms to describe the dynamics he wanted. In the slow movement of the trio for violin, waldhorn and piano (Opus 40), he uses the expressions ppp,molto piano, and quasi niente to express different qualities of quiet.

[edit]See also

[edit]